Parents’ postsecondary education expectations for students with autism, intellectual disability, and multiple disabilities: Findings from NLTS 2012

Author(s)
Xueqin Qian, David R Johnson PhD, Yi-Chen Wu, John M LaVelle, Martha L Thurlow, Ernest C Davenport Jr

Description

This study uses data from the National Longitudinal Transition Study 2012 to examine predictors at the individual, family, and school levels associated with parental expectations toward postsecondary education among students with significant support needs, including those with autism spectrum disorder, intellectual disability, and multiple disabilities. Consistent with previous studies, chi-square tests revealed a positive relation between socioeconomic status such as household income or parental education level and parental expectations. Logistic regression analyses showed that whether parents have a college degree and whether students have participated in college entrance or advanced placement tests are factors that are positively associated with parental expectations toward children’s future education.

Suggested Citation

Qian, X., Johnson, D. R., Wu, Y.-C., LaVelle, J., Thurlow, M., & Davenport, E., Jr. (2020). Parents’ postsecondary education expectations for students with autism, intellectual disability, and multiple disabilities: Findings from NLTS 2012. Research and Practice for Persons with Severe Disabilities. https://doi.org/10.1177/1540796920962423

Details

Date
2020-10-19 
Type
Peer-reviewed article 
Publisher
SAGE Publications, Inc.